Learning Objectives
Standards
Historical Thinking Common Core
ELA Common Core
ELA History/Social Studies Common Core
U.S. History
Government
Economics
Primary Sources by Era
Primary Sources by Topic
○ 11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
○ 11-12.5 Analyze in detail how a complex primary source is structured, including how key sentences, paragraphs, and larger portions of the text contribute to the whole.
○ 11-12.6 Evaluate authors' differing points of view on the same historical event or issue by assessing the authors' claims, reasoning, and evidence.
○ 11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
○ 11-12.1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.
○ 11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas.
○ 11-12.7 Integrate and evaluate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, as well as in words) in order to address a question or solve a problem.
○ 11-12.10 By the end of grade 12, read and comprehend history/social studies texts in the grades 11-CCR text complexity band independently and proficiently
○ 11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
○ 11-12.2 Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.
○ 11-12.8 Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
○ 11-12.9 Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second Inaugural Address) for their themes, purposes, and rhetorical features.
These standards are a representative sample of U.S. History standards from around the nation, including California, New York, Texas and Indiana.
Historical Thinking
Students conduct historical research that incorporates information literacy skills such as forming appropriate research questions; evaluating information by determining its accuracy, relevance and comprehensiveness; interpreting a variety of primary and secondary sources; and presenting their findings with documentation.
Civics and Government
Students explain the major principles, values and institutions of constitutional government and citizenship, which are based on the founding documents of the United States and how the three branches of government share and check power within our federal system of government.
Constitutional foundations
Students explain and understand how the growing political and economic tensions led the American colonists to declare their independence from Great Britain; and, once independent, the new nation confronted the challenge of creating a stable federal republic, 1763 – 1824.
Post-civil War Era
Students analyze and explain how Reconstruction resulted in political reunion and expanded constitutional right for some, however, those rights were undermined, and issues of inequality continued for African Americans, women, Native Americans, Mexican Americans, and Chinese immigrants, 1865 – 1900.
Industrialization and Urbanization
Students analyze the transformation of the American economy and the changing social and political conditions in the United States in response to the Industrial Revolution. Although this transformation created new economic opportunities, it also created societal problems that were addressed by a variety of reform efforts, 1870 – 1920.
Social and Economic Change/Domestic Issues
Students analyze the racial, gender, and socioeconomic inequalities of individuals, groups, and organizations in contemporary America. This includes how varying political philosophies prompted debates over the role of the federal government in regulating the economy and providing a social safety net, 1945 – present.
The Contemporary United States
Students understand and explain the impact of political, economic, and social factors in the U.S. from the 1970s–present identifying significant advocacy groups across the political spectrum.
These standards are a representative sample of U.S. Government standards from around the nation, including California, New York, Texas, and Indiana.
The Nature of Politics and Government
Students identify, define, compare and contrast ideas regarding the nature of government, politics and civic life, and explain how these ideas have influenced contemporary political and legal systems. Students also explain the importance of government, politics and civic engagement in a democratic republic, and demonstrate how citizens participate in civic and political life in their own communities.
Foundations of American Democracy
The principles of American democracy are reflected in the Constitution and the Bill of Rights and in the organization and actions of federal, state, and local government entities. The interpretation and application of American democratic principles continue to evolve and be debated.
Civil Rights and Civil Liberties:
The United States Constitution aims to protect individual freedoms and rights that have been extended to more groups of people over time. These rights and freedoms continue to be debated, extended to additional people, and defined through judicial interpretation. In engaging in issues of civic debate, citizens act with an appreciation of differences and are able to participate in constructive dialogue with those who hold different perspectives.
Rights, Responsibilities, and Duties of Citizenship:
Active, engaged, and informed citizens are critical to the success of the United States representative democracy. United States citizens have certain rights, responsibilities, and duties, the fulfillment of which help to maintain the healthy functioning of the national, state, and local communities.
Political and Civic Participation:
There are numerous avenues for engagement in the political process, from exercising the power of the vote, to affiliating with political parties, to engaging in other forms of civic participation. Citizens leverage both electoral and non-electoral means to participate in the political process.
Purposes, Principles and Institutions of Government in the United States
Students explain how purposes, principles and institutions of government for the American people are established in the United States Constitution. Students describe the structures and functions of American constitutional government at national, state and local levels and practice skills of citizenship in relationship to their constitutional government
Roles of Citizens in the United States
Students explain the idea of citizenship in the United States, describe the roles of United States citizens, and identify and explain the rights and responsibilities of United States citizens. They also examine how citizens can participate responsibly and effectively in the civic and political life of the United States.
These standards are a representative sample of U.S. Government standards from around the nation, including California, New York, Texas, and Indiana.
The Role of Government
Students understand the relationship between U.S. government policies and the economy: how government fiscal, monetary, and regulatory policies influence the economy at the local, state, and national levels; and, the sources of revenue and expenditures of the U. S. government.
Scarcity and Economic Reasoning
Students understand that productive resources are limited; therefore, people, institutions, and governments cannot have all the goods and services they want. As a result, people, institutions, and governments must choose some things and give up others.
The C3 Framework focuses on developing students’ ability to “frame and advance an inquiry”—a question. “These questions come in two forms: compelling and supportive.”* Each of Engaging Congress’ 30 primary sources is introduced with a splash screen containing a compelling question. As a student works through the source, subsequent screens lead them through a series of supporting questions and answers to help them develop responses to the compelling question.
*College, Career, and Civic Life (C3) Framework for Social Studies State Standards: Guidance for Enhancing the Rigor of K-12 Civics, Economics, Geography, and History
Compelling Question: To provide for the common good, how should our nation generate revenue in a way that is fair to all?
Primary Source: “The Destruction of Tea at Boston Harbor” (painting)
Compelling Question: How do we equitably collect the revenues needed to run our government?
Primary Source: 16th Amendment Resolution
Compelling Question: How do we most fairly distribute the great wealth of our nation?
Primary Source: The New Man on the Job (political cartoon)
Compelling Question: What are the challenges to establishing a federal budget?
Primary Source: Senator Robert Taft, 1940 (photo)
Compelling Question: How do we fairly share the cost of running our government?
Primary Source: Total Federal Revenue (pie chart)
Compelling Question: How do we fairly set priorities for the federal budget?
Primary Source: Total Federal Spending (pie chart)
Compelling Question: How do we balance the rights of individual states with the rights of the nation?
Primary Source: U.S. Constitution, Article 6, Section 2
Compelling Question: How do we fairly divide power between the federal government and the states?
Primary Source: U.S. Constitution, 10th Amendment
Compelling Question: How can we best balance “fairness” with “equality?”
Primary Source: Governor George Wallace (photo)
Compelling Question: In a nation of great diversity, how do we decide what is "fair” for all citizens?
Primary Source: Ruby Bridges with U.S. Marshals (photo)
Compelling Question: How can we guarantee equal rights for all citizens?
Primary Source: Same-Sex Marriage Laws (map)
Compelling Question: How do we ensure an individual's freedom of choice granted by the Constitution?
Primary Source: Loving v. Virginia (Supreme Court decision excerpt)
Compelling Question: How do we fairly divide power among the three branches of government?
Primary Source: U.S. Constitution, Articles I, II, III
Compelling Question: How do we ensure that money does not influence public policy?
Primary Source: A Visit to the Big Store (political cartoon)
Compelling Question: How is the legislative process like making sausage?
Primary Source: Chicago Sausage Factory (photo)
Compelling Question: How do we maintain the “separation of powers” guaranteed by our Constitution?
Primary Source: United States v. Nixon(Supreme Court decision excerpt)
Compelling Question: How do we guarantee the integrity of our democracy?
Primary Source: President Nixon's Resignation Letter (photo)
Compelling Question: How can we prevent one branch of government from becoming too powerful?
Primary Source: Presidential Vetoes (chart)
Compelling Question: How can we guarantee equal access to the political process?
Primary Source: The Gerry-mander (political cartoon)
How do we adhere to our democratic principle of “one person, one vote?”
Primary Source: Electoral College Map
Compelling Question: How do we protect the integrity of our elections?
Primary Source: Electoral College Resolution
Compelling Question: How do we create a system in which every citizen’s vote has equal weight?
Primary Source: Citizens United Resolution
Compelling Question: How do we guarantee each individual’s right of “free speech” while guarding against unlimited money in elections?
Primary Source: Granny Haddock (photo)
Compelling Question: How do we provide equal representation to all our citizens?
Primary Source: Firefighter Poster
Compelling Question: How do we safeguard the right to vote guaranteed by the 15th Amendment?
Primary Source: Death at the Polls
Compelling Question: How do we create an inclusive nation and ensure that there are no ongoing obstacles to voting?
Primary Source: First Vote (newspaper sketch)
Compelling Question: How should we develop the informed citizenry that is necessary to sustain democracy?
Primary Source: President Grant Proclamation on the 15th Amendment (newspaper)
Compelling Question: How do we, as a nation, protect the rights we grant?
Primary Source: President Johnson (photo)
Compelling Question: Who should have the right to vote in a representative democracy?
Primary Source: Suffragists at the ballot box (photo)
Compelling Question: The Voting Rights Act of 1965 removed many obstacles to voting but how do we prevent new obstacles from challenging voters’ rights?
Primary Source: Voting Rights Act of 1965
Compelling Question: What is the best way to maintain the balance of power between the president and Congress?
Primary Source: The Trial of Andrew Johnson (magazine cover)
Compelling Question: How much authority should presidents have to act on their own?
Primary Source: WWI Recruiting Poster
Compelling Question: What role should Congress have in choosing the president’s closest advisors?
Primary Source: President Clinton meeting with foreign leaders (photo)
Compelling Question: How does the president’s power as commander in chief overlap with the Congressional authority to declare war?
Primary Source: Iraq war protest (photograph)
Compelling Question: Does the way our government decides how to spend taxpayer dollars work?
Primary Source: National Park Service locations (map)
Compelling Question: Why should Congress have the opportunity to override a presidential veto?
Primary Source: President Trump veto message (Congressional Record)
Compelling Question: Should the Constitution be amended to specify a term limit for federal judges?
Primary Source: U.S. Constitution, Article III
Compelling Question: How should we select judges to guarantee their impartiality?
Primary Source: Judicial circuits 2020 (map)
Compelling Question: How does Lady Justice symbolize our commitment to fair and impartial justice?
Primary Source: Lady Justice (map)
Compelling Question: Who decides what is or is not good behavior for a judge who has been appointed for life?
Primary Source: Impeachment of Judge Ritter (newspaper article) - The Key West citizen. [volume] (Key West, Fla.), 17 April 1936. Chronicling America: Historic American Newspapers. Lib. of Congress
Compelling Question: What factors should be considered when deciding to increase or decrease the number of Supreme Court justices?
Primary Source: FDR’s Courtpacking Proposal (political cartoon)
Compelling Question: How does the number of judicial vacancies highlight conflicts between the President and Congress?
Primary Source: Appointment of Federal Court judges (chart)